Title of Effective Practice: - California Postsecondary Education ...

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Direct Connection to Policy Area 5 of The Illinois Commitment Challenging the Odds: Creating Academic Challenge in an Urban Community College CCC - Wilbur Wright College What issue or need is addressed by the effective practice? Too often community college education is perceived as not academically challenging and as offering little more than a continuation of high school subject matter. Because large, urban colleges often serve high proportions of students who are academically underprepared and large percentages of immigrant and/or minority students, providing high quality academic programs is especially important Description of the effective practice: In fall 2002, the year after the college’s accreditation self student visit from the Higher Learning Commission, the college began an on-going conversation via workshops, focus group sessions, special in-service training, and external professional development opportunities, with its faculty (including adjuncts), students, staff, and administration focused not only on what teachers do in the classroom to produce learning, but also on what students do to demonstrate that learning. All course syllabi now have explicit student learning outcomes linked to the college’s general education goals. In addition, interdisciplinary peer advisory panels and assessment mentors consult with departments to develop assignments that demonstrate learning across the general education core; for example, the types of assignments an English teacher might make to allow students to demonstrate quantitative literacy or the types of oral presentation assignments that are possible in a math class. How does this practice achieve sustainability? Course syllabi outlines conforming to the student learning outcomes standards are now mandatory regardless of the course or program. The college’s interdisciplinary Assessment Committee has a line in the college’s budget in order to buy materials, sponsor professional development opportunities, and fund national benchmarking studies. What are the results/measurable outcomes? In spring 2004 and again in spring 2006, the college administered ACT’s CAAP to 1,713 (’04) and 1350 (’06) randomly selected credit students who had earned at least 30 credit hours at Wright College. Results from both administrations show that Wright College students perform at or better than the averages of community college students across the nation. The college’s emphasis on a strong math curriculum coupled with student engagement strategies resulted in students from all ethnicities performing significantly better than national averages in math. Equally as significant as the CAAP results, though, are the results of the college’s spring 2005 CCSSE noting that Wright is one of eight community colleges in the nation cited for Academic Challenge. In that survey, Wright’s students reported that they were frequently asked to analyze, synthesize, evaluate, and apply theories when working with the elements of an idea, confronting a new problem, or determining the soundness of information, arguments, or methods. The students also noted the number of papers required and the number of textbooks, manuals, books, or book-length packs of course materials they were asked to read. Finally, they also reported that they had to work harder than they thought they could to meet an instructor’s standards or expectations. As noted in other sections of this report, Wright College will administer CCSSE and the faculty version, CCFSSE, during its spring 2007 Assessment Week activities. Contact Information Name: Pat Miceli Email: pamiceli@ccc.edu Phone: (773) 481-8260 142
Direct Connection to Policy Area 5 of The Illinois Commitment Council for the First-Year Experience Illinois State University What issue or need is addressed by the effective practice? The Council was formed to understand the unique needs of first-year students, keep up-to-date with national trends, help with the transition to higher education, and enhance the first-year experience. Description of the effective practice: The University’s Council for First-Year Experience, appointed by the Provost, is charged with the continuous review of the processes related to the learning and development of first-year students. Based on a continuous review, the Council recommends the articulation of intended learning and developmental outcomes, curriculum, activities, and assessment processes to advance the quality of the first-year experience at Illinois State University. The Council, comprised of students, faculty and staff, originated as a result of the University’s choice as a founding institution for the Foundations of Excellence in the First College Year project. The University was part of the model to evaluate and improve the first year of college. The Council was formed to understand the unique needs of first-year students, keep up-to-date with national trends, help with the transition to higher education, and enhance the first-year experience. During FY2006, the Council developed an electronic resource guide specifically created for those faculty teaching first-year students. The guide includes a timeline of events and programs for first-year students, insights about the transition of first-year students, advice on responding to students in distress, information about campus resources and ways to create high expectations for students. The Council also distributed the first issue of “First-Year news,” an electronic newsletter for faculty and staff with information about first-year student issues, new and innovate first-year curriculum and student reflections about their first college year. The Council works to assist faculty with their understanding of the first-year experience so they can form connections with the students to provide support and encouragement to make students’ transition to higher education as effortless and rewarding as possible. How does this practice achieve sustainability? The Council provides a focused constituency to assist the institution in coordinating efforts to enhance the firstyear experience for students at Illinois State University. What are the results/measurable outcomes? The retention of new freshmen who return to the University for a second year of study continues to increase. Eighty-five percent of the new freshmen in fall 2004 returned to the University for a second year in fall 2005, compared to 80 percent of the new freshmen in fall 2001. Contact Information Name: Dr. John W. Presley Email: jwpresl@ilstu.edu Phone: (309) 438-7018 143
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